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This twelve video resource guides students to create, first a collaborative whole class book and second, an individual book using digital technologies. In each video Alison Lester discusses her creative processes and the books she has written. Alison’s books are aimed at Stage 1 students but this resource is designed to be used with Stage 3. Individual videos can be used to teach specific aspects of creative writing or illustrating. The ‘Before’ and ‘After’ tabs contain relevant activities. The activities focus on the NSW English syllabus outcomes with scope to cover NSW Creative Arts outcomes. Information on relevant outcomes is in the ‘Teaching notes’ below.
Anzac Symbols is a suite of videos relating to aspects of the First World War. It is a Stage 2 history resource that focuses on Anzac symbols and commemoration.
In the first two videos a senior historian from the ANZAC Memorial displays a historical artefact, a slouch hat with emu plumes, to a group of students and discusses its symbolism and the role of the Light Horse. In the second two videos he displays different historical artefacts, Rising Sun badges, to the same group of students and discusses their symbolism.
Students are then guided to complete a research task, create an artwork or discuss the concepts raised in the videos.
The Biodiversity learning resource will guide students through an extended school-based or local investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.
This investigation process is best applied in context or focus on an authentic issue and is designed to provide opportunity for students to undertake action on the issue. Some student proposals may require resources or funding which teachers should identify prior to commencing if possible.
Teachers should allocate several weeks to a term to allow time for a thorough investigation of the issue, deep engagement with the knowledge and provide time for implementing the action.
The Kitchen gardens learning resource will guide students through an extended school based or local investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.
This investigation process is best applied in context or focus on an authentic issue and is designed to provide opportunity for students to undertake action on the issue. Some student proposals may require resources or funding which teachers should identify prior to commencing if possible.
Teachers should allocate several weeks to a term to allow time for a thorough investigation of the issue, deep engagement with the knowledge and provide time for implementing the action.
This resource will lead students in commemorating the centenary of the First World War. Students will develop historical research skills through the investigation of the use of symbols, memorials and the ANZAC spirit and their significance in Australia and across the world.
Students will collaboratively plan ways to commemorate the centenary of the First World War within the school community in either an Anzac Day or Remembrance Day ceremony. In this way they will be sharing their knowledge with a real world audience.
Students will also develop a number of key assets for the ceremony. The assets will incorporate symbols, memorials and the ANZAC spirit to show an understanding of their significance to Australians.
The rest of ‘Lest we forget’ provides students with information on the origins and background of the Anzac legacy.
This resource supports student-centered, project-based collaborative learning using Google Apps for Education, Microsoft Office 365 and other online tools. 'Through the gate' supports the teaching and learning of the 21st century skills collaboration, knowledge construction, real-world problem solving and innovation, use of ICT for learning, self-regulation and skilful communication.
Students explore Australia's varied landscape. They explore landscape artworks and develop their own class picture book featuring their landscape artworks. They work independently and collaboratively to create their class multimedia picture book, then organise a book launch and art exhibition. Peer feedback and self-reflection are critical components of this learning sequence.
This resource embeds teacher professional learning around using ICT, collaborative tools and 21st century skills in the classroom and provides pathways for learning across the curriculum content.
The Water use and efficiency learning resource will guide students through an extended school-based or local investigation. Students will develop and implement a chosen sustainability action and then evaluate and reflect on their success and their learning.
This investigation process is best applied in context or focus on an authentic issue and is designed to provide opportunity for students to undertake action on the issue. Some student proposals may require resources or funding which teachers should identify prior to commencing if possible.
Teachers should allocate several weeks to a term to allow time for a thorough investigation of the issue, deep engagement with the knowledge and provide time for implementing the action.
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